• Job Description

  Req#: 4925788
  To fill current and future vacancies for the duration of the list, up to one year. The current vacancies are 11-month, full-time (8 hours/day), positions located in the Student Support Specialist Department.
  
  FILING DATE: Completed applications must be submitted no later than 11:59 p.m. on May 21, 2025.. Late applications will not be accepted.
  
  TESTING PROCESS:
  A) Training and Experience (T&E) Evaluation = Qualifying (pass/fail) .
  Tentatively scheduled for the week of May 19, 2025.
  B) Structured Interview/Performance Exercise= 100% weighting on final score
  Tentatively scheduled for May 29, 2025
  
  Applicants must meet the minimum qualifications stated in the job posting by the application deadline in order to move forward in the testing process. Those applicants who meet the minimum qualifications will have their application materials reviewed by a screening committee that will evaluate the training and experience of each applicant as it relates to the areas assessed in the supplemental questions. Those with the highest scores on the T&E will be invited to the structured interview. The testing process is subject to change as needs dictate. All communication regarding this process will be delivered via email.
  
  Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job.
  
  Purpose Statement
  Under the supervision of the Assistant Superintendent of Student Support Services or designee, the Educationally Related Social Emotional Services Clinician I (ERSES I)provides comprehensive mental health services to support the emotional and behavioral well-being of students. This includes conducting evaluations and diagnoses, providing individual and group therapy, developing treatment plans, and offering professional counseling. The Clinician serves as a key member of a multidisciplinary team dedicated to promoting student mental health and educational success.
  
  Distinguishing Career Features
  The Associate Clinician is the entry-level role, working under clinical supervision to provide social-emotional services and implement interventions in school and/or home settings.
  The Educationally Related Social Emotional Services Clinician I (ERSES I) is a fully qualified, journey-level position within the ERSES Clinician series. Individuals in this role are expected to enter the position with a strong foundation of knowledge and experience, enabling them to work independently in assessing and diagnosing mental and emotional conditions, developing effective treatment plans, and determining appropriate intervention strategies—all in alignment with District guidelines and professional standards. Unlike Associate Clinicians, they require minimal supervision and demonstrate sound clinical judgment in routine and moderately complex cases.
  The ERSES Clinician II is an advanced-level expert classification. In contrast to the Clinician I, Clinician II independently manages the most complex clinical and case management responsibilities, and—when permitted by licensure and training—may also provide clinical supervision to Associate Clinicians and Clinician I staff. Clinician II demonstrates leadership in program development and may serve as a resource for consultation and training within the District.
  • Conducts clinical intake assessments and prepare diagnostic evaluations, including gathering personal, social, emotional, and substance use histories.
  • Determines the nature, cause, and severity of students' mental health conditions and maintain related clinical documentation.
  • Collaborates with multidisciplinary teams (e.g., IEP teams), families, and students to develop, implement, and evaluate goal-oriented treatment plans and provide case management.
  • Provides individual, group, and family therapy to support emotional and behavioral development and improve interpersonal and academic functioning.
  • Responds to crises by intervening when students exhibit acute psychiatric symptoms that may pose a danger to themselves or others.
  • Implements safe and appropriate physical restraint techniques in compliance with district policies and training to protect the safety and well-being of students and staff when required.
  • Offers outreach to community resources and supports families in navigating and applying for public assistance programs, such as Medi-Cal.
  • Consults with school personnel regarding students' mental health histories, treatment plans, and available community resources.
  • Prepares documentation, including progress notes, treatment plans, and related correspondence
  • Works closely with health care, social service agencies, and community organizations to support the child and family.
  • Performs billing procedures for mental health services, including accurately completing Medi-Cal documentation, utilizing claims systems, applying appropriate service coding, and maintaining precise records of billable hours.
  • Participates in professional development and training related to clinical practices, cultural competency, compliance, co-occurring disorders and substance abuse.
  • Drives to various district locations as needed to perform job duties and support students’ emotional and behavioral well-being
  • May provide clinical supervision to unlicensed clinicians and student interns per state regulations and District policy.
  Other Functions
  
  • Performs other duties as assigned that support the overall objective of the position
  Education and Experience
  Candidates must meet the requirements of one of the following three qualification pathways:
  Option 1: Licensed Clinical Professional
  Education:
  
  • Master’s degree from an accredited institution in one of the following fields: Marriage & Family Counseling, Counseling Psychology, Educational Psychology, Clinical Psychology, Social Work with a clinical emphasis, or a closely related field.
  Experience:
  
  • Minimum of two years of clinical experience providing mental health services to pediatric, adolescent, or adult populations.
  • Preferred: Experience serving individuals up to age 22 in a school-based setting.
  Licenses and Certifications:
  
  • Current and valid license issued by the California Board of Behavioral Sciences or California Board of Psychology, such as:
    • Licensed Marriage and Family Therapist (LMFT)
    • Licensed Educational Psychologist (LEP)
    • Licensed Clinical Psychologist (LP)
    • Licensed Clinical Social Worker (LCSW)
    • Licensed Professional Clinical Counselor (LPCC)
  • Valid California Class C Driver’s License or reliable transportation for travel between sites.
  • Must maintain appropriate licensure for continued employment.
  • Must complete Nonviolent Crisis Intervention (NCI) training within six months of hire
  Option 2: Pre-Licensed Clinical Candidate
  Education:
  
  • Master’s degree from an accredited institution in Marriage & Family Counseling, Counseling Psychology, Educational Psychology, Clinical Psychology, Social Work with a clinical emphasis, or a closely related field.
  Experience:
  
  • Minimum of five years of clinical experience providing mental health services to pediatric, adolescent, or adult populations.
  • Must include at least 2,000 supervised clinical hours completed as part of the requirements for California licensure. The 2,000 hours may be completed as part of the five years of required experience.
  Other Requirements:
  
  • Actively pursuing licensure through the California Board of Behavioral Sciences or Board of Psychology.
  • Valid California Class C Driver’s License or reliable transportation for travel between sites.
  • Must complete Nonviolent Crisis Intervention (NCI) training within six months of hire.
  • Continued employment contingent upon obtaining appropriate licensure within a specified time frame.
  Option 3: School Psychologist
  Education and Credentials:
  
  • Master’s degree, Education Specialist (Ed.S.) degree, or higherfrom an accredited college or university in one of the following fields:
    • School Psychology
    • Counseling with an emphasis in School Psychology
    • Educational Psychology
  • Completion of a graduate program approved by the California Commission on Teacher Credentialing (CTC) that meets the requirements for the Pupil Personnel Services (PPS) Credential in School Psychology.
  • The program must include at least 60 semester units and a supervised fieldwork/internship in a K–12 public school setting.
  Experience:
  
  • Minimum of two years of psychological/counseling experience in a school setting.
  • Must include at least 1,200 documented hours providing psychological/counseling services to K–12 students in a school environment. The 1,200 hours may be completed as part of the two years of required intern experience.
  Other Requirements:
  
  • Valid California Class C Driver’s License or other reliable transportation for travel between sites.
  • Must successfully complete Nonviolent Crisis Intervention (NCI) training within six months of hire.
  Job Requirements: Minimum Qualifications
  Skills, Knowledge and Abilities
  Skills to:
  
  • Analyze situations accurately and adopt effective courses of action.
  • Prepare and maintain complex clinical documentation and reports.
  • Maintain confidentiality and secure sensitive information appropriately.
  • Manage time efficiently and meet required deadlines.
  • Understand and follow verbal and written instructions clearly.
  • Communicate effectively in a second language; bilingual proficiency is desirable and may be beneficial in serving diverse student and family populations.
  Knowledge of:
  
  • Methods and techniques for conducting mental health evaluations, including clinical intake and diagnosis.
  • Diagnostic criteria for mental health disorders in children, adolescents, and adults, including co-occurring substance use and psychosocial issues, as defined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and the International Classification of Diseases, 10th Revision (ICD-10).
  • Evidence-based therapeutic approaches and treatment modalities for children, adolescents, and adults.
  • Case management practices and mental health service delivery models.
  • Administrative procedures related to public mental health programs, including Medi-Cal, other state and federal benefits, and community-based resources.
  • Principles of cultural competence in mental health care.
  • Correct English usage, grammar, punctuation, and vocabulary.
  • Standard recordkeeping practices and data documentation requirements
  Ability to:
  
  • Interpret and apply laws, regulations, and procedures related to mental health service delivery.
  • Maintain professional boundaries while demonstrating empathy and sensitivity to student and family needs.
  • Coordinate services across multiple parties and service providers.
  • Adapt therapeutic approaches to meet diverse cultural, emotional, and developmental needs.
  • Function effectively under pressure in crisis situations.
  • Safely and effectively restrain students when necessary, following district policies and training guidelines to ensure the safety of all parties involved.
  • Demonstrate a high level of mental acuity and emotional resilience.
  • Exercise independent judgment and initiative in a professional setting.
  • Establish and maintain cooperative working relationships with students, families, staff, and community agencies.
  • Perform billing procedures for mental health services, including accurately completing Medi-Cal documentation, using claims systems, coding services, and recording billable hours.
  • Communicate clearly and effectively, both orally and in writing.
  • Operate computers and job-specific software, including documentation and communication platforms.
  Working Environment
  Physical Demands:
  
  • Primarily sedentary work with frequent opportunities to move around.
  • Occasional lifting, carrying, or moving objects weighing up to 15 pounds.
  • Must be physically capable of safely performing physical restraint techniques on students when necessary, following district policies and training to ensure the safety of all individuals involved.
  • Frequent use of hands and fingers for computer and office equipment operations.
  Environment:
  
  • Work is primarily performed in an indoor office or classroom setting.
  • Travel between district sites is required for job-related functions.
  Tools/Equipment Used:
  
  • Personal computer and software applications specific to mental health documentation and communication.
  • Standard office equipment such as printers, copiers, and fax machines.
  
  Equal Employment Opportunity Statement
  The Simi Valley Unified School District is committed to providing equal opportunity for all applicants for employment. The application, examination, and selection process shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, ethnic group identification, age, religion, marital, pregnancy, or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

• About the company

  Simi Valley Unified School District is a school district in Ventura County, California.

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